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The ADDIE Model – Why Use It?

If you are new to training development and thinking about putting together any training program, it is important to know and understand the most basic training tool used by professional trainers; it is called the ADDIE model.

The ADDIE model is primarily a general, systematic, step-by-step framework used by instructional designers, developers, and trainers to ensure that course development and learning do not occur in a haphazard, unstructured fashion. It is designed to provide:

(1) students will achieve course objectives,

(2) allows assessment of student needs;

(3) design and development of training materials and

(4) evaluating the effectiveness of the training program using processes with specific, measurable outcomes.

Background

ADDIE emerged after World War II with the development of the Cold War, as the United States military struggled with itself to find a way to create more effective training programs for increasingly complex disciplines. The result of this struggle for increased efficiency bore fruit in the form of Instructional Systems Design, which in turn led to the design models used today. You will often hear ADDIE referred to as Instructional Systems Design (ISD), Instructional Systems Design and Development (ISDD), Systems Approach to Instruction (SAT), or Instructional Design (ID). Most of the current instructional design models you’ll find in the workplace today are variations or spin-offs of the original ADDIE model.

Model

The literature on ADDIE estimates that there are more than 100 different ISD variations in use today, almost all of which are based on the general ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation; Each step or stage leads to the next stage as shown below:

Analysis ‘ Design ‘ Development ‘ Implementation ‘ Evaluation

One of the commonly accepted improvements to the ADDIE model that almost everyone uses, consciously or unconsciously, is the use of what is often called rapid prototyping, which attempts to catch design flaws even when they are easy to fix. This is done by getting continuous feedback throughout all stages of the ADDIE model and making changes as we go.

In the analysis phase, we clearly identify and develop an understanding of the audience’s needs, constraints, existing knowledge, skills, and desired learning outcomes we can achieve. The design phase seeks to identify specific learning objectives, subject content, presentation methods and media, learner tasks, and assessment criteria to be used. The development phase creates and begins production of the training materials to be used in the training. Delivers material by actually presenting and/or delivering the prepared plan to the intended training group or audience. After the presentation, the Evaluation phase evaluates the effectiveness of the subject content and training materials used in the training program and makes improvement changes for the next application or presentation. Let’s consider each stage separately.

Phases

The analysis phase is the most important phase in the ADDIE model. It identifies areas that require or need training, taking into account the views of subject matter experts, the target audience, and the ultimate goals and objectives of the training.

In this phase, we clearly identify and develop to understand the audience’s needs and constraints, existing knowledge, skills, and the desired outcome of the training as best we can. It is here that we define the learning problem, set the goals, objectives, any other relevant characteristics of the desired learning, and consider the learning environment, available delivery options, and the timeline for the project.

Some areas to focus on during the analysis phase are:

o Who is the target audience; What is the minimum/maximum current knowledge of the participating audience? What are their characteristics? What are their special needs?

o What knowledge and skill gaps currently exist?

o What tasks are currently performed by the target audience and what new skill level is required after the training.

o What are the delivery options and methods available to transfer new skills to the workplace?

o What are the teaching conditions; eg classroom, workplace, self-study, etc.?

o How do these skills relate to the intended audience?

o What is the timeline for project completion?

o What are the program limitations? Technological, time and duration.

o What will it cost to provide the training?

o Create performance measures for the tasks to be trained.

The design phase is a systematic process of identifying and refining the complete design of research, planning, course objectives, lesson plan, subject content, instructional methodology, media, student exercises, course content, and assessment criteria. Usually, detailed prototypes are currently being developed and the look, feel, design and content are defined.

At this stage, the following should be considered:

o Entry criteria or level of knowledge the learner must demonstrate prior to training.

o Develop learning objectives for each assignment.

o Identify, structure, and sequence the learning steps required to accomplish the task from easiest to most difficult.

o Based on the time allocated for training, determine approximately how long it will take to deliver the program, taking into account instructor pacing, course format, and a delivery method that adjusts content and format accordingly.

o Develop participant evaluations, program evaluation methodology, data collection methods, and reporting formats to be used to determine uptake of assignments to be presented

o If possible, conduct mini knowledge presentations to confirm that the program meets the identified learning requirements.

o Consider implementation and evaluation costs, effort required, and schedule.

The development phase is the actual production and assembly of the materials developed in the design phase. At this point, it’s important to include who is responsible for which items, timelines, and deadlines. In this phase, all audio, video and course materials are collected, prepared, created and ready for testing.

At this stage, the following should be considered:

o List activities that will help the target audience learn the task.

o Select the delivery method most appropriate to the learning group.

o Design and develop program materials, aids and curricula.

o Integrate the course syllabus into a smooth transition presentation.

o Validate material and presentation to ensure it meets all goals and objectives.

o Prepare trainer’s guides, learner’s guides, job aids and participant resources as needed.

o Prepare coaches and mentors to assist in training.

o Make room for accommodation, accommodation and travel arrangements.

o Schedule participants.

The implementation phase is where the developed course is actually implemented and the final product developed based on the needs and errors discovered during testing with the prototype product is presented to the target audience.

Depending on the size of the audience and the amount of time and resources devoted to the endeavor, the following considerations should be made the day before or the morning of the presentation.

o Set up and prepare the place.

o The learning environment, i.e. the room, is set up and prepared before the students arrive.

o Students’ registration area, where necessary, registration materials, manuals, etc.

o Equipment, computers, tools, software, etc. at each station or seat. Make sure the learning software, external link, website or Internet connection is live and working.

o Conduct a training session.

After delivery, student feedback is taken into account in a systematic process during the Evaluation stage. Feedback gathered at this stage measures response, determines what is and isn’t working, determines the effectiveness and quality of delivery, and is designed to refine the program. It confirms whether the course meets its objectives and the effectiveness of the training materials used. He learns whether the learning is going as planned, and he can also uncover any obstacles that may arise, then ensure the success of the next presentation by making revisions, adjustments, and corrections as needed.

Use a well-designed post-presentation poll, assessment, and/or survey that allows for anonymous feedback if desired by the participant. Some or all of the following should be included in the assessment:

o Is the information and/or message presented in a clear and understandable manner?

o Were the examples, illustrations and demonstrations helpful?

o Was the information provided personal to the student?

o Was the instruction interesting and most importantly motivating?

o How did the instruction affect the student? If so, in what way? If not, why?

o What should be done differently?

o What was most important to the learner from the materials presented? What was the least important?

o What will the student modify, change, or amend?

Collect end-of-program evaluations, review program data, develop and report performance outcomes. When reviewing program data, the report should include, but not be limited to, the number of participating learners trained, the percentage of participants who completed the course, and their satisfaction with the material presented and how it was presented.

An honest assessment of the program’s results at this point will provide a wealth of information that can be used to ensure the success and refinement of all future presentations. Use this information positively and you will be rewarded with great results!

Note: The information for this article was collected from a number of sources on the Internet, searched under the ADDIE criteria.

Copyright © 2007 Chuck Castagnolo All rights reserved.

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